Article
La progresión de las concepciones de los futuros profesores de primaria sobre la metodología de enseñanza
Alternative title | The progression of conceptions of prospective teachers primary on teaching methodology |
Author/s | Rivero García, Ana
Azcárate Goded, María del Pilar Porlán Ariza, Rafael Martín del Pozo, Rosa Harres, João Batista Siqueira Solís Ramírez, Emilio |
Department | Universidad de Sevilla. Departamento de Didáctica de las Ciencias Experimentales y Sociales |
Publication Date | 2011 |
Deposit Date | 2016-04-01 |
Published in |
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Abstract | Este artículo describe y analiza la evolución de
las concepciones de profesores de Primaria en
formación acerca de la metodología de enseñanza.
En concreto, aunque se han estudiado tres
categorías (concepto de actividad, organización de
This article describes the evolution of prospective primary teachers’ conceptions of the methodology of teaching. Three categories were analyzed: the concept of activity, the organization of activities, and the concept ... This article describes the evolution of prospective primary teachers’ conceptions of the methodology of teaching. Three categories were analyzed: the concept of activity, the organization of activities, and the concept of teaching resources, but in this paper only show the organization of activities. The study was conducted with five teams of prospective teachers, who were participating in teacher education courses of a constructivist orientation. The results showed very different itineraries in the processes of change, and the presence of two major obstacles—the belief that teaching is the direct cause of learning, and epistemological absolutism. The study allows us to deduce some implications for initial teacher education |
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